Quotes of All Topics . Occasions . Authors
I debated in high school! If you told things that weren't true or just made things out of whole cloth, you were penalized. It's too bad they don't apply the same standards to presidential candidates as they do to high school students.
My two main trainers were John Dahmer and DJ Hyde. DJ Hyde mainly taught me how to be tough: I mean, the beatings that he used to give the students as far as wrestling initiations go were as tough as they come, and I'm thankful for it.
Of course, all students should learn African history, as they should learn the history of other continents and major civilizations. But this history should be taught accurately and based on the best scholarship, not ideology or politics.
There's something melancholy about professors because they're chronically abandoned. They form these lovely relationships with students and then the students leave and the professors stay the same. It's like they're chronically abandoned.
There were some extremely good teachers there that were great artists really in their own right. It was actually very hard to concentrate on getting down to going any work being an art student especially when it's a flighty thing at best.
I read somewhere that Rubens said students should not draw from life, but draw from all the great classic casts. Then you really get the measure of them, you really know what to do. And then, put in your own dimples. Isn't that marvelous!
Beethoven said that it's better to hit the wrong note confidently, than hit the right note unconfidently. Never be afraid to be wrong or to embarrass yourself; we are all students in this life, and there is always something more to learn.
I talk about it a lot to my students. Musicality never came up in any of own writing education, and I can see why - we don't have the vocabulary for it. Phrasing is intuitive, and its difficult to articulate when it's on and when it's not.
I teach songwriting a lot, and I always tell my students, 'You gotta write the little songs sometimes to get to the next big song in the chute.' You gotta write 'em to get to it. You never know what's going to be a little song or a big song.
American Secretaries of State have typically been more buttoned up than bon vivant, but John Quincy Adams's diplomatic successes - bigger than anything Presidential or legislative that he achieved - still surprise a student of his personality.
Common Core reminds us what testing can do right. Modeled on standards of the world's education superpowers, questions demand critical thinking and creativity. Students are asked to write at length, show their work, and explain their reasoning.
The mind of the thinker and the student is driven to admit, though it be awe-struck by apparent injustice, that this inequality is the work of God. Make all men equal to-day, and God has so created them that they shall be all unequal to-morrow.
The Socratic teacher turns his students away from himself and back onto themselves; he hides in paradoxes, makes himself inaccessible. The intimate relationship between student and teacher here is not one of submission, but of a contest for truth.
What about those [Donald] Trump supporters out there and we've seen several incidents of this, with racially-charged intimidation of students and things like that? Doesn't President-Elect Trump have some responsibility to say something about that?
The creation of NIT has ensured some seats for admission in undergraduate courses for students of Arunachal Pradesh, which will bound to uplift economics of locality directly or indirectly and help in enhancing human development index in the state.
Let's reach the students who will abide by a "yes means yes" standard in sexual behavior and reeducate them to use it. And as more and more of them use it, others will adopt it too. We're on our way to a new social norm and that's a beautiful thing.
I'm a student of history and know that civilizations get lost - they are born and die - and so I recognize the tender mortality of our civilization. I'm not saying I'm separate from the despair of that, but I'm not controlled by the despair of that.
I don't want to be quoted as 'Tom Hiddleston, psychologist says...' But there is a psychological aspect to being an actor. We are particular students of human nature - not every actor is, of course, but that's what fascinates me about being an actor.
I soon realized that a student of English literature who does not know the Bible does not understand a good deal of what is going on in what he reads: The most conscientous student will be continually misconstruing the implications, even the meaning.
Students who are put in a university who aren't qualified tend to have lower graduation rates, they have lower grades, they have lower bar passage rates. You can demonstrate that. You are putting them in position where they are not set up to succeed.
The ability to recognize opportunities and move in new - and sometimes unexpected - directions will benefit you no matter your interests or aspirations. A liberal arts education is designed to equip students for just such flexibility and imagination.
I was among the first batch of the students to graduate from the Film and Television Institute of India (FTII) in Pune in 1966, but it wasn't my passport to Bollywood. At that time, no one understood that it is possible to learn acting in an institute.
Women's studies needed a syllabus and so invented a canon overnight. It puffed up clunky, mundane contemporary women authors into Oz-like, skywriting dirigibles. Our best women students are being force-fed an appalling diet of cant, drivel and malarkey.
And what we students of history always learn is that the human being is a very complicated contraption and that they are not good or bad but are good and bad and the good comes out of the bad and the bad out of the good, and the devil take the hindmost.
I've given some money to the scholarships in the District of Columbia, to the best students in D.C... many of the students have written me letters telling me they could not have afforded to go to college without the scholarship and money I've given them.
I taught. I lectured at universities. I spoke to my students. I spoke in certain public forums. But what I didn't do was respond to microphones being thrust in my face and saying, what is your relationship with Obama and are you an unrepentant terrorist?
Marshall is the coach's coach. No one is more of a listener, who learns from us (his students) from what we say or do not say. Taking from what he has heard, he molds for all of us a program to make us and our people better for having been in his presence.
I was always a good student. I wasn't the A-plus student, but I studied really hard, and I probably had a 3.2. I always wished that I had the capacity to get straight A's, but I didn't. I didn't beat myself up about it, but I really studied hard for my grades.
At Gallaudet, deafness isn't an issue. You don't even think about it. Students can pay attention to accounting or psychology or journalism. But when a deaf person goes to another college, no matter how supportive it is, that person doesn't get the same access.
I'm not a master. I'm a student-master, meaning that I have the knowledge of a master and the expertise of a master, but I'm still learning. So I'm a student-master. I don't believe in the word 'master.' I consider the master as such when they close the casket.
Research, as the college student will come to know it, is relatively thorough investigation, primarily in libraries, of a properly limited topic, and presentation of the results of this investigation in a carefully organized and documented paper of some length.
There is something particularly appealing about teaching a subject that seems to deal with the lowest kind of relationships-accidents, ambulance chasing-because you can show students that these raise the most fundamental questions about the structure of society.
I look at my young students, and I no longer have the sense that, oh, I'm the authority and they have to meet a certain standard. It's like, oh, look at these young ones. They've got such a hard road in front of them. I don't envy them having life ahead of them.
Joseph Gotto, yeah. Just all-around one of the more inspiring artists - not because of any sort of specific content direction, but rather the respect that I had for his own work and the ability for him to translate his ideas into useful form for me as a student.
Not only does neoliberalism undermine both civic education and public values and confuse education with training, it also treats knowledge as a product, promoting a neoliberal logic that views schools as malls, students as consumers, and faculty as entrepreneurs.
In education, technology can be a life-changer, a game changer, for kids who are both in school and out of school. Technology can bring textbooks to life. The Internet can connect students to their peers in other parts of the world. It can bridge the quality gaps.
I always feel a bit trapped when a painting goes for millions of pounds and only one person can have it. If you can have that as well as a poster on every student's wall, then you're in a very enviable position. I'd like to do a Damien Hirst for £500 at some point.
Master those books you have. Read them thoroughly. Bathe in them until they saturate you. Read and re-read them...digest them...a student will find that his mental constitution is more affected by one book thoroughly mastered than by 20 books he has merely skimmed.
Teachers teach and students educate. Students are the only true educators. Historically, every other method of education has failed. Education occurs when students get excited about learning and apply themselves; students do this when they experience great teachers.
I think students should know something about religion as a historical phenomenon, in the same way that they should know something about socialism and humanism and the other great ideas that have shaped political philosophies and therefore the course of human events.
You can't have a university without having free speech, even though at times it makes us terribly uncomfortable. If students are not going to hear controversial ideas on college campuses, they're not going to hear them in America. I believe it's part of their education.
I'd require that every university, public or private, be governed by the constitutional standards regarding freedom of expression and due process. There is no reason for treating adult college students any differently in the university setting than in the outside world.
I don't consider myself an expert in the why. I don't consider myself an expert in leadership. I consider myself a student of leadership and I consider myself a student of the why. I'm constantly learning and I'm constantly looking for opportunities where it it will fail.
When I would present my work as a student, often I would hear, "Your project is too formal" - it's too form-based; it's too form-driven. Which is kind of shocking for a visual practice, for someone to say something discouraging about a focus on an exploration of aesthetics.
What we want in students is creativity and a willingness to fail. I always say to students, 'If you've never at some point stayed up all night talking to your new boyfriend about the meaning of life instead of preparing for the test, then you're not really an intellectual.'
When we teach in pluralistic ways, there are two wonderful dividends. First of all, we reach more students, because some learn best through stories, some through works of art, some through role play etc. Second of all, we show what it is like really to understand something.
When I was 12, we began hosting exchange students from Norway, Sweden, Japan and Spain. I soon realized there was a whole world out there. I was determined to spend my sophomore year in high school abroad. My school taught only Spanish, but I wanted to go to France, and I did.
If you have a big splash of ecstasy in your life every day you are going to teach students something finer than "buy low/sell high". Maybe you'll teach them, not by what you say but by who you are, to live their lives as a standing affront to the ravaging mercantile mentality.
If we became students of Malcolm X, we would not have young black men out there killing each other like they're killing each other now. Young black men would not be impregnating young black women at the rate going on now. We'd not have the drugs we have now, or the alcoholism.
It's critical for girls to see role models like myself that are in technical fields. Looking for ways to come in as speakers or do a career day, or just find a way to connect with students or invite students to their workplaces to shadow them for the day... is critically important.